Cuiculum Visions, edited by William Doll and Noel Gough,
offers a fascinating journey through an eclectic array of
curriculum landscapes. The text is organized as a dialogue
among the editors, who sent draft copies of their introductory
chapters to contributors and introduce each chapter, the authors,
who refer to each other’s essays, and respondents, who have
the frequently challenging task of translating narrative and
theoretical arguments into teaching principles and practices.
The dialogic structure of the book produces a lively and
theoretically rich conversation about how to address the
“limitations, distortions, defects, and dangers” of
contemporary curriculum theory and practice (p. 16).
Gough’s introductory chapter calls for the embodiment of
curricular visions, of accepting responsibility as engaged actors
for the “frames and standpoints we select,” and
suggests that science fiction can be generative of curriculum
futures that locate meanings in the present. Doll’s
introduction is primarily concerned with identifying and displacing
the “spectral immanence” of control that dominates the
history of curriculum, consigning the ghost of John Dewey to
“hover... (preview truncated at 150 words.)

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John AmbrosioUniversity of WashingtonE-mail AuthorJOHN AMBROSIO is a Ph.D. candidate in the area of Educational Leadership and Policy Studies at the University of Washington, Seattle. His research interests include multicultural education, curriculum theory, and school reform. His most recent publication is "Multicultural education in schools" in Guthrie, J. W. (Ed.), Encyclopedia of education.